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TEACHING ENGLISH APPROACHES

Claudia Pilar Blanco Chia

Nelsy Yaneth León Socha

Facultad de Estudios a Distancia, Universidad Pedagógica y Tecnológica de Colombia

Fundamentos para la Enseñanza del Inglés

Quinto Semestre

RUBY ESTELLA MENDOZA A

Magister

Tunja, Noviembre 2020

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Contenido
Introduction.........................................................................................................................................3
Objetives...............................................................................................................................................4
Prior knowledge Activities..................................................................................................................4
Direct strategies...................................................................................................................................5
Activity on memory strategy...........................................................................................................5
Activity cognitive strategy...............................................................................................................6
Activity Compensatory Strategy....................................................................................................7
Indirect strategies................................................................................................................................7
Metacognitive strategies..................................................................................................................7
Affective strategies...........................................................................................................................8
Social strategies................................................................................................................................8
Ideas maps……………………………………………………………………………………………………………………………….…10

Reflection…………………………………………………………………………………………………………………………………...14

Conclusions………………………………………………………………………………………………………………………….……..15

References………………………………………………………………………………………………………………………………….16
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Introduction

Nowadays it is very important to have a good command of a second language, to which

we are faced with the following questions: How can I learn a new language, how can I teach
a second language? What strategies are used in the teaching of a second language? In the
following work we will talk about the methods and approaches for teaching and learning a
second language, for this through idea maps will address each of the methods and approach
as: Grammar translation method, direct method, audio lingual method, reading method,
community language learning, suggestopedia, silent way, Total Physical Response, natural
approach, communicative approach.

The strategies defined as "specific actions, behaviors, steps, or techniques, such as

finding conversation partners or encouraging oneself to tackle a difficult language task, that
students use to enhance their own learning" (Scarcella and Oxford, 1992, p. 63) are then
addressed. There are six strategies that students use when learning a language. The strategies
include: memory, cognitive, comprehension, metacognitive, affective and social
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Objetives
 Objetivo General
Identificar los diferentes enfoques de enseñanza de una segunda lengua
 Specific objectives
 Concepts, understands and reflects on the different methods of learning a
foreign language.
 Analyzes teaching and learning activities of the different methods of teaching
English.
 Designs and implements content-based activities taking into account the
communicative approach.
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Prior knowledge Activities

List five strategies or ideas that you think are relevant for a teacher to teach an English
class to elementary school children.

 Make the classes fun so that the children are interested in the class
 Use play to make learning fun because children like to win, and when they win a
game they feel like they've really done something and can feel good about their
success.
 We must be creative because if we do the same things in English classes, students will
find it boring and uninteresting to learn and will probably also fall asleep at work.
 Use art as a classroom resource because children love to do colorful and exciting
things in the classroom
 No pressure on the student as everyone has a pace and style of learning
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Direct strategies
Activity on memory strategy
1. Associate the image with the right word

Ugly

Young

Thin

Tall
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Activity cognitive strategy

1. Read the following text and make a summary
My family at home
My family lives in a small house. It’s simple but pretty. It has a large garden. I like to work in
the garden but my sister hates to work in the garden. She prefers to read. She reads in the
morning, in the afternoon and at night.
I give all of the vegetables to mom and dad. They like
to cook in our small kitchen. I eat any vegetable but my
sister eats only a few.
My family always eats breakfast and dinner together.
We talk. We laugh. Then my sister washes the dishes.
At night dad likes to listen to music. Mom works on the
computer. I watch television. And my sister reads.
Soon we go to bed. My parents go to bed late but my
sister and I go to bed early. I’m ready to go to sleep but my sister wants to keep reading.

Activity Compensatory Strategy

Tomado de:
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Wh_qu
estions/Reading_comprehension*_wh_questions_vf87521ak.
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Indirect strategies
Activity metacognitive strategies
1. When he finds you in English class, faced with an unknown word, what do you
do? Discuss it with your classmates.
Put an order number in the following sentences, according to what you usually
do (1 very often-8 almost never)
I ask a colleague
I try to guess or deduce its meaning from the context

I ask the teacher

I ask someone to explain their meaning in spelling, either
with synonyms or with phrases that have a similar meaning
I ask you to translate it into my mother tongue
I use the dictionary
Other stuff:

Activity affective strategies

1. Students will write a journal about their English class learning, including the
emotions, feelings, and attitudes they felt in each class.
EXAMPLE
In the class I felt very nervous when the teacher asked me how to say tomorrow in
English, despite this I took a positive attitude and replied even if I pronounced it
wrong so I felt very bad because my colleagues saw me
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Activity Social strategies

1. In groups, students will relate the following role play

Tomada: https://efl-esl.com/suggestions-activities-and-role-plays-for-teaching-verb-
tenses/.
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Claudia Blanco
1. ¿CÓMO APRENDÍ?
A través de la creación de
mapas de ideas sobre los
métodos y la creación de
actividades para cada tipo de
estrategias para el
aprendizaje de una segunda
lengua
1. ¿CÓMO APRENDÍ?
Con la consulta y la lectura
de los documentos y la
realización de las actividades
Nelsy León
2. ¿QUÉ APRENDÍ?
Que hay estrategias directas e
indirectas para el aprendizaje
de una segunda lengua y que
a través de actividades se
pueden aplicar a los
estudiante para una buena
enseñanza aprendizaje del
ingles
Los métodos de aprendizaje
están especificados y cada
uno tiene sus objetivos y sus
características.
2. ¿QUÉ APRENDÍ?
Las principales características
de los métodos más utilizados
para aprender el idioma
ingles desde el inicio de la
vida escolar.
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3. ¿DÓNDE Y CÓMO DEBO
USARLO?
En el aula de clase, al
momento de planear y luego
al ejecutar las actividades
para que sean más
productivas y lograr que el
aprendizaje del inglés en los
niños sea significativo
3. ¿DÓNDE Y CÓMO DEBO
USARLO?
En las aulas de clase,
implementando lo aprendido
a los niños desde el inicio de
la vida escolar.
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Conclusions

 The most used learning methods in school education were identified, each of these
approaches identified its main characteristics, objectives, teacher's role and student's role.

 Activities based on learning strategies were designed, such as direct ones that are directed
at cognitive, memory, compensation and indirect, affective, social and metacognitive.
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References

Benemérita universidad autónoma de puebla (2015) estrategias utilizadas en el aprendizaje de

una segunda lengua obtenido de: https://es.slideshare.net/JoseAven/estrategias-utilizadas-en-el-
aprendizaje-de-una-segunda-lengua

Universidad pedagogica y tecnologica de Colombia (2000) Early methods for teaching

inglishArchivo obtenido de:
https://tics.uptc.edu.co/distancia/pluginfile.php/10234/mod_resource/content/1/PDF_Early
%20Methods.pdf
Universidad pedagogica y tecnologica de Colombia (2017) English methods for learning
englishArchivo obtenido de:
https://tics.uptc.edu.co/distancia/pluginfile.php/10232/mod_resource/content/1/Los_distintos_enf
oques_en_la_ensenanza_d%20%281%29.pdf